K Grade Language Arts IFG99188 Reading for Every Child Phonics • Based on Reading First Research • Activities to Strengthen Phonemic Awareness and Decoding Skills • Includes Assessments Reading for Every Child Phonics Grade K by Linda Armstrong Published by Instructional Fair an imprint of Frank Schaffer Publications® Instructional Fair Author:Linda Armstrong Editor:Krista Fanning Interior Designer:Lori Kibbey Frank Schaffer Publications® Instructional Fair is an imprint of Frank Schaffer Publications. Printed in the United States of America.All rights reserved.Limited Reproduction Permission:Permission to duplicate these materials is limited to the person for whom they are purchased.Reproduction for an entire school or school district is unlawful and strictly prohibited.Frank Schaffer Publications is an imprint of School Specialty Children’s Publishing.Copyright © 2005 School Specialty Children’s Publishing. Send all inquiries to: Frank Schaffer Publications 3195 Wilson Drive NW Grand Rapids,Michigan 49544 Reading for Every Child: Phonics—grade K ISBN 978-0-74242-060-1 (cid:2) Phonics Table of Contents Reading First............................................4 F Is for Five.....................................................43 About This Book..............................................5 S Is for Sun......................................................44 Skills Assessment..............................................6 V Is for Van....................................................45 C Is for Cap...................................................46 Print Awareness G Is for Garden.............................................47 Learning Letter Names..................................8 H Is for Hammer............................................48 Letters in My Name........................................9 K Is for Key.....................................................49 Same Name: A, B, C, D...............................10 W Is for Wagon.............................................50 Letter Match: a, b, c, d...............................11 J Is for Jet.......................................................51 Letter Pairs.....................................................12 Special Consonants.....................................52 Egg Hunt: E, F, G, H......................................13 Silly, Silly Syllables: A Response Chant.......53 Same Name: e, f, g, h.................................14 Hidden Word A.............................................54 Lasso the Letter: I, J, K, L..............................15 Hidden Word E.............................................55 Hidden Letters...............................................16 Hidden Word I...............................................56 Same Name: M, N, O, P..............................17 Hidden Word O............................................57 Letter Match: m, n, o, p..............................18 Hidden Word U.............................................58 Same Name: Q, R, S, T.................................19 Letter Match: q, r, s, t...................................20 Letter-Sound Relationships Hidden Animal: U, V, W...............................21 Building Rhyming Skills..................................59 Same Name: u, v, w....................................22 Changing Initial Sounds: –ip........................60 What Is Hidden in the Cave? X, Y, Z..........23 Changing Initial Sounds: –un......................61 Letter Match: x, y, z......................................24 Changing Initial Sounds: –ot.......................62 Using Letter Cards........................................25 Changing Initial Sounds: –et.......................63 Letter Cards A–F...........................................27 Changing Initial Sounds: -at........................64 Letter Cards G–L...........................................28 Changing Vowel Sounds: h–t.....................65 Letter Cards M–R..........................................29 Changing Vowel Sounds p–t......................66 Letter Cards S–X...........................................30 Changing Final Sounds: bu–.......................67 Letter Cards Y–Z............................................31 Changing Final Sounds: ca–.......................68 Letter Shape Book Patterns.........................32 Emphasizing Letter Sounds..........................69 Help! Our Bus Is Lost.....................................70 Phonological Awareness Matching Beginning Sounds.......................71 Recognizing Phonemes...............................33 Hidden Picture..............................................72 T Is for Two ....................................................35 Matching Ending Sounds............................73 L Is for Light....................................................36 Short Vowel Sounds.....................................74 N Is for Nut.....................................................37 Matching Vowel Sounds.............................75 R Is for Rabbit................................................38 Letter Slide Pattern: Sleeve.........................76 P Is for Pizza...................................................39 Letter Slide Pattern: Sliders..........................77 M Is for Mother..............................................40 B Is for Boy.....................................................41 Answer Key............................................78 D Is for Dog...................................................42 Published by Instructional Fair.Copyright protected. 3 0-7424-2830-3 Reading for Every Child:Phonics (cid:2) Phonics Reading First The Reading First program is part of the No Child Left Behind Act. This program is based on research by the National Reading Panel that identifies five key areas for early reading instruction—phonemic awareness, phonics, fluency, vocabulary, and comprehension. Phonemic Awareness A child learns how sounds are put together to make words through phonemic awareness. The focus on sounds that are heard makes listening a crucial component. Phonics After students recognize sounds that make up words, they must then connect those sounds to written text. An important part of phonics instruction is repeated encounters with letters and letter combinations. Fluency Fluent readers are able to recognize words quickly. They are able to read aloud with expression and do not stumble over words. The goal of fluency is not to read faster; the goal is to read with understanding. Vocabulary In order to understand what they read, students must first have a solid base of vocabulary words. As students increase their vocabulary knowledge, they also increase their comprehension and fluency. Comprehension Comprehension is “putting it all together” to understand what has been read. Students should have practice with both fiction and nonfiction texts. Graphic organizers help students as they track ideas and use various comprehension strategies. Published by Instructional Fair.Copyright protected. 4 0-7424-2830-3 Reading for Every Child:Phonics (cid:2) Phonics About This Book Learning to read is a complex process involving many interrelated skills. Supporting current state standards, Reading for Every Child: Phonics is designed to help you introduce students to the world of print. Students will discover that books and magazines can satisfy their curiosity or transport them to lands filled with imagination and adventure. They will learn that books have covers, titles, and authors. As they sit by an older reader and study the page, they will notice that letters make words and words combine to build sentences. While completing reproducible worksheets, kindergarteners will have opportunities to practice tracking text from left to right and from top to bottom. They will learn to recognize the letters in their own name and the letters of the alphabet in upper case and lower case forms. The first part of the book focuses on print awareness, while the latter half explores beginning and ending consonants and short vowels. Through oral and written activities, students will have opportunities to engage in language exploration through poetry, rhymes, and chants. This playful repetition will increase your students’ fluency and sight-word recognition. Reading for Every Child: Phonics provides you with a flexible set of tools for your classroom. The skills assessment, letter cards, worksheets, and activities included here may be used in many ways. Feel free to skip around or modify them to meet your students’ needs. Family involvement is also crucial to literacy development. Communicate your lessons and goals to students’ families for continuity in learning. Encourage family members to read to and with their children on a regular basis. Cross-age interaction can be as beneficial to an older student as it is for the kindergartener. Published by Instructional Fair.Copyright protected. 5 0-7424-2830-3 Reading for Every Child:Phonics (cid:2) Name ___________________________________________________ Date_________________________________ Phonics pre- or post-assessment Skills Assessment Print your name. Sequence and Print Awareness Directions: Circle the letter that comes next. 1. A H C B 2. S T P N 3. U E V Y 4. l n S M 5. d e G c 6. m o p N Sound and Letter Association Directions: Circle the letter of the beginning sound. 7. 9. m H c W d F 8. 10. L b A p D d Published by Instructional Fair.Copyright protected. 6 0-7424-2830-3 Reading for Every Child:Phonics (cid:2) Name ___________________________________________________ Date_________________________________ Phonics pre- or post-assessment Skills Assessment (continued) Decoding CVC Words Directions: Underline the word that names each picture. Initial Consonants Short Vowels 11. net 15. cut pet cot bet cat 12. fog 16. pot log pet dog pat Final Consonants 17. lop 13. mad lap man lip map 18. big 14. rag bug ran bag rat Sight Word Recognition Directions: Draw a line to match each word with its picture. 2 19. boy 20. mother 21. two 22. house Published by Instructional Fair.Copyright protected. 7 0-7424-2830-3 Reading for Every Child:Phonics (cid:2) Phonics print awareness activities Learning Letter Names Label the Room Beany Letters Print capital letters on large index cards. Use a copier to enlarge the letters on Attach them to items all over the room— page 32 so that one letter fills a page. tables, boards, doors, walls, rugs, books, Encourage students to create letter aprons, paint, easels, and windows. collages by gluing dried beans or shell Avoid items that start with blends such as macaroni along the lines. the flag or chairs. Encourage students to use the labeled items to play I Spy. Red Rover Choose four or five “Letters of the Day” Alphabet Picture Riddles and use them in games. One possibility is Create riddle clues based on the shapes Red Rover. Assign each student one of of letters, such as: “I have three straight the letters, using a name tag. Instead of lines. Two of the lines meet at the top, using names, have the calling team say, and I look like a tent. What am I?” (A) or “Red Rover, Red Rover, let the B’s come “I have one curved line, and I look like a over.” hook. What am I?” (J) Read Alouds Shouts and Whispers Visit your school or public library to find Make a set of flashcards for capital dozens of delightful alphabet books to letters and lower case letters, one letter share with your students. Display them per card. Hold the cards up one at a around the room and spotlight several time. Encourage students to shout out each week. Be sure to rotate the books the letter names of the capitals and regularly to maintain the students’ whisper the names of the lower case excitement. A few recommendations letters. are below. A is for Africa by Ifeoma Onyefulu Alphabet Mystery by Audrey Wood Eating the Alphabet: Fruits and Vegetables from A to Z by Lois Ehlert The Alphabet Book by P. D. Eastman The Alphabet Room by Sara Pinto Z Is for Zamboni: A Hockey Alphabet by Melanie Rose Published by Instructional Fair.Copyright protected. 8 0-7424-2830-3 Reading for Every Child:Phonics